Lord Fairfax Community College

Abstract Fundraisers secure financial resources that organizations need to achieve their missions. Raising money, particularly large gifts, can follow years of relationship building with individual donors. When fundraisers leave these efforts can be set back substantially, making fundraiser turnover particularly worrisome and worthy of exploration. This analysis addressed the issue with US survey data (n = 1663) and examinination of three research questions. What are the job tenure and intent to leave of fundraisers? How is fundraiser job tenure affected by intent to leave? What relationships do job tenure and intent to leave have with fundraisers' individual demographics, position attributes, and organizational characteristics? We found that the study participants had current mean job tenures of 3.6 years (median = 2 years) and mean tenures across their fundraising jobs of 3.9 years (median = 3 years). Twenty percent intended to leave their organization and 7% intended to leave fundraising within the next year. Of the tested variables, salary consistently had the largest effects and was the most significant. Older and more experienced fundraisers had longer tenures. The study provides nuanced information about fundraisers' job‐related behaviors, includes careful attention to theory and related research, and presents specific ideas for organizational interventions for increasing fundraiser tenure.

After the Association for Computing Machinery (ACM) and the IEEE Computer Society endorsed the recently completed Information Technology Curricula 2017 Curriculum Guidelines (IT2017) for Baccalaureate Degree Programs in Information Technology (IT) [1], the ACM Committee for Computing Education in Community Colleges (CCECC) at the direction of the ACM Education Board joined with the chair of the IT2017 task group to create corresponding guidance for two-year colleges offering IT transfer programs. In some countries, students can complete the first two years of a Bachelor's degree at a two-year school (which may be known as a community college, technical college, or junior college), and then transfer to a university to complete the remaining two years of their course of study [3]. The CCECC formed the IT Transfer Task Force (ITTTF), consisting of educators from both two-year colleges and four-year universities, to provide guidance for IT programs in such two-year schools. The guidance includes the competencies students should achieve during the first two years of an IT Bachelor's degree. The ITTTF is currently seeking public feedback from educators and IT industry representatives on an initial set of competencies to guide how the ITTTF should proceed to build IT Transfer Curriculum Guidelines. This poster will outline the initial selection of competencies to solicit feedback and input on the guidelines, including best practices for communication between two year IT Transfer programs and their four year university partners.

The efforts of a Generation Z student to improve K-12 cyber competency through curriculum design and educator professional development, is having a positive impact in Virginia. School Systems in Virginia and across the nation tend to focus on cyber bullying as the primary issue. The issue that is not addressed is what cyber mechanisms allow cyber bullying to occur. This is often due to administrators and educators themselves not understanding what cyber competencies are needed to protect oneself in today's technological world. Studies show that social engineering, hacking and defending, cyber awareness, and personal connections have more impact on Generation Z and Generation Alpha students. My efforts started out to help my peers and have spiraled into a crusade to improve cyber competency of K-12 students and educators. One school system has created a Digital Citizenship Committee to support the concept of cyber competency beyond just teaching cybersecurity courses to a select few. This is a pay forward approach as the student leading the charge was impacted by two other students who were bullied through cyber stalking and classroom discussion boards. This effort is being aided by national organizations such as Safe Surfin' Foundation, National Center for Women & IT (NCWIT), and National CyberWatch Center. My presentation will show attendees how to expand this movement into their community to help slow down some of the cyber challenges facing Generation Z and beyond.

This study examined how community college students (n = 650) vary by generation and other characteristics in their evaluation of academic activities as cheating. A Likert-type instrument was developed based on the literature, pilot tested, and subjected to factor analysis. Results of MANOVA found no difference by generation in the evaluation of cheating related to exams/papers. However, significant differences did exist among generations in the evaluation of activities of fabrication, taking shortcuts, and making excuses, with Millennials rating activities less strongly as cheating than others. Perceptions of cheating did not vary as a function of other student characteristics. Implications for practice include the provision of clear definitions of allowed and disallowed activities in each course and the stimulation of interdisciplinary dialogue regarding the enhancement of academic integrity.

This article reports the findings of a phenomenological study that examined the lived experience of community college students enrolled in high-risk online courses (HRCs) at a community college in the American Southeast. HRCs were defined as college courses with withdrawal or failure rates of 30% or more. In-depth interviews were conducted with 13 students enrolled in four different HRCs. Isolation, academic challenge, ownership, and acquiescence emerged as structural themes that framed the experience of participants. These structural themes intermingled in discrete ways that led to the survival or surrender of these HRC participants and formed the essence of the phenomenon that is referred to as delicate engagement, which speaks to the vulnerable threads of academic and social involvement that permeated the HRC student experience.

Hebrew Studies 45 (2004) 362 Reviews We might raise two questions about her research; the first, specific to this particular book and the second addressed to scholarship of Judaism in classical antiquity in general. As we have said, Newman responsibly justifies both the inclusion and exclusion of categories of prayer texts in her study. Nevertheless one question might be raised. Though not able entirely to avoid references to prayers of the “Bracha-form,” she has chosen not to include these in her study because (my wording) they have been co-opted by form-critical scholarship. Yet whether one’s interest is to study scripturalization for the purpose of contributing to the field of biblical hermeneutics, or, from the vantage point of biblical studies, to contribute to liturgical studies, one might question whether one should forego a study of these prayers because they have been intensively studied in another scholarly discipline. More generally, and not addressed to this work in particular, one might question the widespread periodizing determinant “Second Temple” as in “Second Temple Judaism.” It is true that the term gives us a particularly Judaic rather than Christian template, and the destruction of the Second Temple was a critically decisive factor in the development of Judaism as we know it today. But the period of the Second Temple covers the very different circumstances of Persian, Greek, Hellenistic, and Roman hegemonies, all of which brought markedly different political, economic, cultural, and social circumstances to bear on the spiritual life and development of various groups of Jewry and expressions of Judaism. Herbert Bronstein Lake Forest College Lake Forest, Ill 60045 bronstein@lfc.edu INTEGRATING WOMEN INTO SECOND TEMPLE HISTORY. By Tal Ilan. Pp. xiii + 296. Peabody, Mass.: Hendrickson, 1999. Paper, $24.95. With this volume, Tal Ilan, Lecturer at the Rothberg School for Overseas Students at Hebrew University, presents her “third volume in a trilogy” (p. vii) on the topic of women during Second Temple and rabbinic periods of Jewish history. The first volume appeared in early 1996, Jewish Women in Greco-Roman Palestine (Hendrickson), and was followed in 1997 by Mine and Yours Are Hers: Retrieving Women’s History from Rabbinic Literature (E. J. Brill). Integrating Women into Second Temple History was first published in 1999 in a pricy ($122.50) hardback edition by J. C. B. Mohr, as volume 76 in the series “Text and Studies in Ancient Judaism.” The Hendrickson edition is, obviously, significantly more affordable. Hebrew Studies 45 (2004) 363 Reviews Ilan’s fine work is actually a collection of ten articles, five of which have been previously published (the earliest in 1992) and so an immediate question arises as to whether the various chapters “hang together” well, and whether or not they are intended to do so. In a seven-page introduction, Ilan explains her overall conception of her project and I will say upfront that by the time I finished the book I was satisfied with her overall scheme. As a collection of studies then, we must make it clear that this work is not a general history or overview of women in Second Temple times, nor does it claim to be. In fact, Ilan has generally avoided the standard Second Temple sociological domains of women—for example, home, family—as targets of her studies. Instead, she hopes to “revise, alter and fill in some gaps in our knowledge and understanding of women’s role [sic] in Second Temple and Rabbinic Jewish history” (p. 8). These studies are unified in that each one seeks to elucidate how women (often a particular woman) were integrated into social settings and sources that were so overwhelmingly male dominated. Since this work is a collection of generally independent essays on a diverse set of sources, I will best serve potential readers of Ilan’s work by listing the titles of each article: 1. “‘Fear not the Pharisees’ (bSotah 22b): The Attraction of Aristocratic Women to Pharisaism” 2. “‘The Daughters of Israel are not Licentious’ (mYevamot 13:1): Beit Shammai on the Legal Position of Women” 3. “‘Things Unbecoming a Women’ (Ant. 13.431): Josephus and Nicolaus on Women” 4. “‘And Who Knows Whether You have not Come to Dominion for...

Introductory physics courses for nonscience students are available at most four-year colleges and universities, but are less common in two-year colleges. Offering and promoting more such courses in two-year colleges would be a good way to increase the number of students who study physics and raise the overall quality of undergraduate education.

Abstract Covering a twenty‐year period, this case report describes how community and hospital professionals collaborated to stop the “revolving door” and facilitate the recovery of a woman with a borderline personality disorder.